Research methods in lifespan development/ (Record no. 156673)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 13604nam a2200133Ia 4500 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | CUS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 155.072 |
| Item number | CRE/R |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Creasey, G.L. |
| 245 #0 - TITLE STATEMENT | |
| Title | Research methods in lifespan development/ |
| Statement of responsibility, etc. | G.L.Creasey |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | Boston: |
| Name of publisher, distributor, etc. | Pearson, |
| Date of publication, distribution, etc. | 2006. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 448 p. |
| Other physical details | HB |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | PART ONE • Basic Research Methods 1<br/>1 General Research Strategies 1<br/>The Field of Lifespan Development 2<br/>Influences on Development 3 • The Field of Lifespan Development: A Summary 4<br/>General Research Methods 4<br/>Initial Planning: The Importance of Theory 4 • Research Designs 6<br/>BOX 1.1 • Using Analog Methods to Study Difficiilt-to-Manipulate Variables 12<br/>Critiquing Designs 13<br/>Controlling Validity Threats 14<br/>The Participants: Today's Problems 14 • The Participants: Tomorrow's Problems 16<br/>The Experimenter 18 • Controlling Threats to External Validity 18<br/>Summary of Validity Threats 19<br/>Developmental Designs 19<br/>Cross-Sectional Designs 19 • Longitudinal Designs 21<br/>Time-Lag Designs 23 • Modified Developmental Designs 23<br/>Developmental Designs and Methods 25 • Summary of Developmental Designs 25<br/>Methods of Data Collection 26<br/>Data-Collection Strategies 1: Addressing "How" 26 • Data-Collection Strategies 11:<br/>Addressing "Good" 29 • Summary of Data-Collection Methods 30<br/>Chapter Summary 30<br/>Research Navigator™ Exercise 1: Identifying Introductory Terms 31<br/>Research Navigator^^' Exercise 2: The Scientific. Applied, and Collaborative<br/>Nature of the Field 32<br/>2 Participants, Researchers, and Research Settings 33<br/>Sampling and Recruitment 34<br/>Sampling 34 • Sampling Diricrent Age Groups 36<br/>BOX 2.1 • (/.v/'/jg Multiple Sampling Strategies to Obtain Sample Diversity 37<br/>Recruilmenl 38 • Summar>' of Sampling and Recruitment Methods 39<br/>Ethical Issues in Human Development Research 40<br/>The Institutional Review Board (IRB) 40 • Informed Consent 41 • Risks and<br/>Benefits 43 • Confidentiality 44 • Vulnerable Populations 44<br/>Summary of Ethical Issues 45<br/>BOX 2.2 • The Effects of Peer-Reputation Measures 46<br/>The Experimenter 46<br/>Standardization 47 • Experimenter Bias 48 • Additional Sources of Subject<br/>Reactivity 48<br/>Research Settings 49<br/>Common Research Settings 50 • Obtaining Parental Permission 52<br/>BOX 2.3 • The Neighborhood Walk 55<br/>BOX 2.4 • Emerging Rules for Internet Research 57<br/>Summary of Research Settings 58<br/>Chapter Summary 59<br/>Re.search Navigator'-'^' Exercise: identifying Sampling, Recruiting, and<br/>Consent Procedures 60<br/>PART TWO • Research Methods in Infant Development 61<br/>3 Newborn and Biobehavioral Assessment 61<br/>Major Methodological Issues 62<br/>Sampling and Recruitment 62 • The Importance of Infant State 64<br/>Working with Vulnerable Infants 64 • Summary of Methodological Issues 68<br/>Neonatal Assessment 68<br/>Common Perinatal Screening Strategies 69 • Neonatal Behavioral Assessment Scale<br/>(NBAS) 70 • Additional Behavioral-Assessment Scales 72<br/>BOX 3.1 • NBAS Training as an InteiTention 73<br/>Summary of Newborn Assessment 74<br/>State Regulation and Arousal 74<br/>Infant State Assessment 75<br/>BOX 3.2 • Using the "Breaihing Bear" to Assist the Stale<br/>Regulation of Premature Infants 78<br/>A.ssessmeni of Infant Crying 78 • Physiological Indices of Arousal and Regulation 79<br/>Temperament 81 • Summary of State Regulation and Arousal Assessment 83<br/>BOX 3.3 • Born Too Shy? A Longitudinal Study of Infant Reactivity 84<br/>Growth and Motor Development 84<br/>Physical Growth 85<br/>Motor Development 86<br/>Summary of Growth and Motor Development 87<br/>Chapter Summary 88<br/>Re.search Navigator"" Exerci.se; Read a Real Sad Study—The As.sessment of Infant Crying 89<br/>4 Assessing Infant Mental Abilities 90<br/>Assessment of Infant Learning and Information Processing 90<br/>Habituation 91 • Expectancy Formation 92<br/>BOX 4.1 • Physiological Measures to Tap Infant Learning 93<br/>Instrumental Conditioning 95 • Object-Hiding and Deferred-Imitation<br/>Paradigms 96 • Summary of Infant Learning/Information-Processing<br/>Assessment 97<br/>Infant Sensation and Perception 97<br/>Touch 97<br/>BOX 4.2 • When's a Touch Too Much? Infant Massage Therapy 98<br/>Chemical Sensation: Olfaction and Taste 99 • Visual Perception 102<br/>Auditory Perception 106 • Cross-Modal Transfer 108 • Summary of Infant<br/>Sensation and Perception 108<br/>Cognition 108<br/>Object Concept Formation 109 • Categorization 111 • Space, Time, and<br/>Number 1 13 * Summary of Infant Cognition Methods 115<br/>Testing Infant Mental Development 116<br/>Bayley Scales of Infant Development 1 16 • Battelle Developmental<br/>Inventory (BDl) 1 18 • Summary of Infant Tests of Mental Development 119<br/>Play A ssessment 119<br/>Methodological Considerations 1 19 • Infant Free-Play As.sessment.s 120<br/>Elicited-Play Assessments 122 • Summary of Play Assessment 123<br/>Chapter Summary 123<br/>Research Navigator' Exercise; Object Permanence Methods 124<br/>5 Assessing Infant Socioeniotional Development 125<br/>Capturing Early Emotional Development 125<br/>Assessing Basic Infant Emotions 126<br/>Cognitive Maturity 126 • Emotional Elicilors 128 • Measuring Emotional<br/>Expression and Slates 129<br/>BOX 5.1 • Facial Expressions in Infants Across Three Cultures 133<br/>Summary of Early Emotional Development 136<br/>Assessing Emotion Regulation 136<br/>Definition and Basic Measurement Strategies 136 • Predictors of Emotion<br/>Regulation 137 • Summary of Emotion-Regulation Assessment 142<br/>Assessing Infant Attachment 142<br/>Definitional and Theoretical Issues 142 • The Strange Situation 144<br/>BOX 5.2 • Modifying the Strange Situation 145<br/>Attachment Behavior Q-Set 148 • Variables that Predict Attachment Security<br/>or Insecurity 150<br/>The Adult Attachment Interview 150<br/>BOX 5.3 • Is Attachment Security Universally Valued? 151<br/>Adult Attachment Interview: A Brief Overview 151<br/>Associations with Infant Attachment and Caregiver Sensitivity 152<br/>Frightening or Frightened Caregiver Behavior 154<br/>Summary of Adult Attachment Interview 155<br/>Chapter Summary 155<br/>Research Navigator' Exercise: Infant Attachment 156<br/>PART THREE • Research Methods in Child Development 157<br/>6 Assessing Cognitive Processes in Children 157<br/>Assessing Cognition I: Piagetian Techniques 158<br/>Piaget s Tlieory: A Briel Overview 158 • An Introduction to Piagetian Methods 160<br/>Summary of Piagetian Theory and Tasks 164<br/>Assessing Cognition II: Recent Techniques 164<br/>Alteration of Task Requirements and Training 165<br/>Assessing Domain-Specific Knowledge 167 • Assessing Theory of Mind 168<br/>Assessment of Sociodramatic Play 169 • Conclusions and Piaget's Legacy 171<br/>BOX 6.1 • The Museum as a Research Context 173<br/>Assessing Information Processing in Children 174<br/>Major Components of the Information-Processing System 174<br/>Assessing Information-Processing Components and Capabilities 175<br/>Information-Processing Speed 176 • Episodic Buffer "Space" 178<br/>Assessing the Efficiency of Working Memoiy 178 • Assessing Retrieval Strategies 184<br/>Summary of Information-Processing Methods 186<br/>BOX 6.2 • Assessing Eyewitness Recall in Children 187<br/>Chapter Summary 188<br/>Research Navigator^^''' Exercise; Working Memory in Children 189<br/>7 Assessing Child Intellect and Language 190<br/>Assessing Child Intellect 190<br/>Group-Administered Intelligence Tests 191 • Individual Tests of Intelligence 192<br/>Reliability and Validity of Intelligence Tests 197 • Assessing "Total" Intelligence 198<br/>Assessing Child Intellect; A Summary 200<br/>BOX 7.1 • Does Television-Viewing Warp Thinking? 200<br/>Language Assessment 202<br/>Types of Language Assessments 202 • Language Development; A Very Brief<br/>Landscape 203 • Major Considerations Regarding Language Assessment 205<br/>BOX 7.2 • Talking to Myself: The Assessment of Private Speech 207<br/>Screening Infants and Children for Communicative Abilities 207 • Comprehensive.<br/>Standardized Language Tests 208 • Comprehensive Assessment of Language in<br/>Naturali.stic Settings 211 • Summary of Language A.ssessment 217 • Assessing the<br/>Cognitive and Linguistic Environments of Children 217<br/>Assessing Adult Mentorship Behavior 218<br/>Beyond the Parent-Child Dyad 219 • Assessing Learning and Cognitive Environments:<br/>A Summary 220<br/>Chapter Summary 220<br/>Research Navigator™ Exercise; Intelligence in Children 221<br/>8 Assessing Social Development in Children 222<br/>Obtaining Consistent, Accurate Data from Children 222<br/>Are Children Good Informants? 223<br/>BOX 8.1 • How to Inten'iew Children 224<br/>The Use of Child Informants; A Summary 225<br/>Assessing Self-Representation and Self-Esteem 225<br/>Assessing Self-Representation 225 • Assessing Self-Esteem 228 • Summary of<br/>Self-Assessment 230<br/>Assessing Gender-Related Thinking and Behavior in Children 230<br/>Gender-Schema Theory 231 • Sex As an Independent Variable 231 • A.ssessing<br/>Gender-Related Attitudes and Preferences 232 • Assessing Gender Constancy and Gender<br/>Ideniily 234 • Assessing Gencler-Rclaled Behavior 236 • Summary of<br/>Gender-Related Assessments 237<br/>Assessing Prosocial Reasoning and Behavior 237<br/>Assessing Perspective Taking 237 • Assessing Moral Reasoning, Distributive Justice,<br/>and Social Conventions 241 • Assessing Pro.social Behavior 246 • Assessing<br/>Empathy and Sympathy 247<br/>BOX 8.2 • Assessing Aggression in Context 248<br/>Assessing Prosocial Reasoning and Behavior: A Summary 250<br/>Assessing Relationships with Others 250<br/>A.ssessing Child-Caregiver Attachment 251 • A.s.sessing Peer<br/>Relationships 253 • Assessing Relationships with Others: A Summary 256<br/>Chapter Suntniary 256<br/>Research Navigator'''^' Exercise: Bullies and Victims 257<br/>PART FOUR • Research Methods in Adolescent Development 259<br/>9 Assessing Adolescent Development I: Biological, Cognitive,<br/>and Social Changes 259<br/>Understanding Adolescent Development: A Brief Overview 260<br/>A Contemporary Framework 260<br/>Understanding Adolescent Development: A Summary 262<br/>Assessing Pnbertal Development 263<br/>Assessing Hormonal Concentrations 263<br/>BOX 9,1 • An Evcnt-Sompling Method for Documenting Mood Changes 264<br/>Assessing Pubertal Change and Status 265 • Measuring Pubertal Development:<br/>A Summary 268<br/>Measuring Cognitive Changes in Adolescence 268<br/>Piaget's Perspective on Adolescent Thought 269<br/>BOX 9.2 • Linking Social and Cognitive Development 272<br/>Piagetian Theory and Methods: A Summary 273 • Assessing Adolescent Information<br/>Processing 274 • Summary of Cognitive Assessment 277<br/>Assessing Social Change 111<br/>Social Changes in the Family Context 278 • As.sessing Social Changes in the<br/>Peer Group 284 • Assessing Adolescent-Adult Transitions 286 • Assessing Social<br/>Changes: A Summary 289<br/>Chapter Summary 289<br/>Research Navigator^''' Exercise: Adolescents and Culture 290<br/>10 Assessing Adolescent Development II: The Developmental<br/>Outcomes 291<br/>Attachment and Intimacy 292<br/>Attachment 292 • Intimacy 296 • Some Remaining Questions<br/>Assessing Attachment and Intimacy: A Summary 298<br/>Autonomy 298<br/>Emotional Autonomy 299 • Behavioral Autonomy 300<br/>305<br/>Value<br/> Autonomy 301<br/>Some Conclusions About Autonomy Assessment<br/>Identity 306<br/>Erikson's Theory: A Brief Overview 306 • Identity: Additional Methodolooical and<br/>Theoretical Issues 307<br/>BOX 10.1 • Is Erikson's Tlieoiy Developmeiitally Valid? 308<br/>Some Conclusions Regarding Identity Assessment 311<br/>Achievement 311<br/>Assessing Educational Achievement 311 • As.sessing Occupational Aspirations<br/>Achievement: A Summary 318<br/>Sexuality 319<br/>Locating Research Contexts and Samples 319 • What to Assess? 320 • Some<br/>Remaining Methodological and Theoretical Issues<br/>C<br/>oncluding Thou"hts 322<br/>Chapter Summary 322<br/>Research Navigator"'' Exercise: Adolescents and Sex<br/>297<br/>321 • A.ssessing Sexuality: Some<br/>PART FIVE • Research Methods in Adult Development and Aging<br/>11 Methodological Issues in Adult Development Research I:<br/>Biological and Cognitive Changes 325<br/>Methodological Issues Facing Adult Developmentalists 326<br/>What Innucnces Development? 326 • Sampling 327 •<br/>Quality 328 • Summary 329<br/>Assessing Biological and Health Ramifications of Aging 330<br/>The Biology of Aging: Methodological Considerations 330 •<br/>Risk 332 • Summary 336<br/>Stress and Coping: Methodological Issues 337<br/>Stress: Definitional and Methodological Issues 337<br/>Stress Outcomes 341 • The Assessment of Coping 341<br/>BOX 11.1 • Parents are Hassled: No Kidding Around 341<br/>Summary 344<br/>323<br/>325<br/>Maximizing Data<br/>Health, Disea.se, and Health<br/>3<br/>16<br/>Adult Cognition 344<br/>Inielligence 344<br/>BOX 11.2 • Can We Reverse Cognitive Decline? 347<br/>Information Processing and Memory 348 • Qualitative Cognitive Changes 354<br/>Summary 359<br/>Chapter Summary 359<br/>Research Navigator'^' Exercise: Stress and Coping 360<br/>12 Methodological Issues in Adult Development Research II:<br/>Personality and Social Processes 361<br/>Methodological Approaches to Personality Development 361<br/>Trail Theory and Research 362<br/>BOX 12.1 • Assessing the Personalities of Children 364<br/>Stage Theories of Personality 364<br/>Summary 366<br/>Assessing the Context of Marriage 366<br/>Marital Behavior 367 • Marital Cognitions 370<br/>Marital Quality 372 • Summary 372<br/>Methodological Issues in Parenting Research 373<br/>What Child Outcomes Should I Predict? 374 • Parental Emotional Functioning 374<br/>Parental Cognitions 377 • Parenting Styles and Practices 381 • Summary 385<br/>Grandparenting and Intergenerational Relationships 385<br/>The Theoretical Influence of Grandparents 385<br/>BOX 12.2 • The Intergenerational Effects of Parenting and<br/>Attachment 387<br/>Variables That Influence Grandparent-Grandchild Relationships 387 • Methodological<br/>Issues in Caregiving 389 • Summary 391<br/>Career Development: Methodological and Assessment Issues 391<br/>The Adult Worker: Methodological Issues 391 • Theories of Career Development 393<br/>Assessing Career Development 394 • Assessing Career-Development<br/>Outcomes 395 • Summary 396 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Accession number | Date last seen | Date last checked out | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Central Library, Sikkim University | Central Library, Sikkim University | General Book Section | 29/08/2016 | 155.072 CRE/R | P11495 | 14/11/2022 | 10/10/2022 | General Books |